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How Teachers Learn Racial Competency: The Role of Peers and Contexts

This paper investigates how teachers learn about race in the school context, with a particular focus on teachers’ development of racial competency. Using in-depth, semi-structured interviews we find that teachers learn through three sources: from their peers, from years of experience, and from teacher preparation and in-service experiences. Furthermore, we find that learning occurs both informally and formally and that these sources of learning are moderated by three contextual factors: career status, school culture, and out-of-school factors We find that teachers rely most on informal avenues and encounters to develop racial competency.

peer effects, teacher effectiveness, teacher diversity, achievement gaps, racial competency, professional development
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EdWorkingPaper suggested citation:

Lindsay, Constance A., Simone Wilson, Jacqueline Kumar, Tia Byers, and Seth Gershenson. (). How Teachers Learn Racial Competency: The Role of Peers and Contexts. (EdWorkingPaper: 24-968). Retrieved from Annenberg Institute at Brown University:

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